ANNEX
THE METHODOLOGY OF PARCS PHASE 1
Africa's system of national parks and protected areas constitutes one of the most important safeguards of the continent's rich biological diversity. Protected area managers (PAMs), the decision makers in the field, play a critical role in the overall functioning of these areas. In recent years, a number of observations related to training for effective protected area management, drawn from experiences in the field, have been made:
In the early 1990s, a few members of the conservation community began to search for data to support or refute these observations regarding training and protected area managers. It was found that most recent assessments of training in Africa have concentrated on non-managerial staff in protected areas (particularly rangers). Those that concentrate on managerial staff have tended to focus on numbers of people requiring training to meet staffing projections. In 1986, for example, the United Nations Food and Agriculture Organization (FAO) provided a quantitative assessment of human resource needs for protected area management in Africa (Jingu, 1986). There was no attempt in this assessment, however, to examine the content of the training being offered or to evaluate the merit of the training offered with respect to current needs in protected area management.
Dr. Graham Child and Leonard D. Sefu (1987) assessed the needs and priorities for training in wildlife management and utilization in the Southern African Development Coordination Conference (SADCC) region. The assessment involved structured questions that included a series of functions commonly undertaken by wildlife agencies. Top management was requested to rank these as having high, medium, or low significance within their overall operations. These functions were divided into skills needed to execute them. One of the main conclusions of the Child and Sefu report was that outside assistance should focus on middle- or -upper (or professional) level training. Particular emphasis was placed on equipping the warden grade to undertake its wide-ranging responsibilities, including command, control, and development of lower levels of field staff. The findings of the Child and Sefu report provided some relevant and useful data for the SADCC region. On the whole, however, the report does not provide sufficient breadth of data to support or refute the observations listed above.
The Protected Area Conservation Strategy (PARCS) assessment was developed, in part, to fill the data gap on training needs, priorities, constraints, and opportunities among protected area managers. The assessment is designed to:
The PARCS needs assessment builds on the breakdown of functions adopted in the Child and Sefu assessment, but expands the scope to include a broader range of skills. The PARCS assessment departs from earlier assessments, however, in a number of ways. First, it embraces a participatory approach in that the assessment allows protected area managers themselves to (i) determine the skills required for the job of protected area manager, (ii) assess their own skill levels, and (iii) help identify where training is presently being obtained in the required skills. Second, the assessment identifies specific, targeted training needs and then examines a wide range of opportunities to match these needs. Finally, the assessment covers the bulk of southern, eastern, and central Africa, thus enabling findings across countries and regions to be compared and facilitating the cross-fertilization of ideas and initiatives.
II. TARGET GROUPS AND GEOGRAPHICAL FOCUS
The primary target for the PARCS assessment is the protected area manager, the
highest ranking manager on-site in a protected area. Across the many countries
in the PARCS assessment, a wide variety of individuals with a multiplicity of
titles may act as PAM (e.g., regional officers, warden, senior warden). To identify
the appropriate individuals for the assessment in each country, it is necessary
to carefully examine organizational structures and job descriptions.
In some countries, problems in protected area management may be a result of individuals at the directorate level who have little, if any, experience in such fields as management and planning. Hence, in countries where the PARCS regional manager and the relevant core team representative deem it possible and desirable, the assessment will be broadened to include the level of management above the PAM (i.e., field operations director (FOD) at departmental headquarters).
It is also recognized that in many cases, the job of PAM will eventually be filled by individuals immediately below the level of PAM (depending on organizational structures and the procedures of the organization). The regional manager and the core team representative therefore may decide to include in the assessment individuals directly below the PAM level. In Tanzania, for example, there are senior wardens, wardens, and assistant wardens, so assistant wardens may be included in the assessment. In countries such as Zaire, where there are rarely managerial positions below the PAM, lower levels will not be included. There is no intention to extend the assessment to nonmanagerial protected area staff (e.g., rangers, scouts, and technicians).
The categories of people who may be asked to participate in the assessment are listed below:
The PARCS assessment is intended to cover as many countries in eastern, central, and southern Africa as possible. In this way, the end product should provide a comprehensive assessment of the training needs and opportunities over a sizeable portion of the continent.
Practical realities, however, will inevitably dictate that in-depth assessments can only be done in some countries, limited assessments in others, and no assessments in yet others. In-depth assessments involve in-country site visits and follow the methodology described in this document. Limited assessments involve more cursory assessments, often conducted from outside the country using available means (e.g., limited use of the questionnaire through selective interviews and mailings, collection of baseline data through telephone interviews, and literature searches).
The practical realities that dictate where assessments are conducted include, but are not limited to:
Decisions regarding priorities for the use of time and funds among countries
are the joint responsibility of regional managers and their respective core team
members.
In a country in which an in-depth assessment is to be conducted, the regional manager generally initiates the process by sending a letter to heads of government departments that employ and train employees responsible for the management of protected areas to formally invite participation in the assessment exercise. Simultaneously, the BSP coordinator works with USAID to obtain formal clearances from the USAID missions to conduct the assessment.
THE INITIAL MEETING
Regional managers arrange an initial meeting with a senior official, usually the director, at departmental headquarters. If there is a person responsible for training stationed at headquarters, that person is also contacted. The initial meeting may be an informal one where the regional manager describes the PARCS project and requests information to be collected and/or appointments to be made in preparation for a more formal meeting. At the formal meeting at headquarters, a standard set of information is requested (see General Information on Training), as well as the organizational structure for the whole department and, if available, for individual protected areas.
At the formal meeting at headquarters, a briefing is given on how the PARCS questionnaire should be administered. The preferred strategy for conducting the questionnaire is for the regional managers to hold interviews and discussions with PAMs and make site visits to observe protected area management directly. The regional managers, however, must tailor their approach to individual country circumstances. Options for conducting the questionnaire are:
A PARCS assessment is intended to be conducted in an adaptive way, reflecting the needs and wishes of government programs and interests in training. The senior official is invited to decide the best method for the PARCS assessment and to help set up meetings and/or workshops with PAMs. The official is also asked to recommend people to talk to about training opportunities.
MEETING THE FOD
The regional manager may then arrange meetings with FODs during which they are asked to complete the needs assessment questionnaire as an independent validation of PAMs' responses. They are asked to rate the general skill levels of PAMs in the organization.
The regional manager may decide to discuss the FOD's position and training needs. This is intended to bean informal discussion. The regional manager presents the following as the main aspects of the FOD's job that may carry training needs:
The FOD is asked to verify that these are the key aspects of the job and to comment on the list. The FOD is then asked what kind of training is needed to accomplish these tasks and what are his/her three priority training needs and the main con straints to obtaining this training.
After the initial meetings have been concluded and the strategy for conducting the needs assessment has been set, the needs assessment is conducted as outlined in the following section.
| General Information on Training
For the PAM and FOD, the following information requested: For the PAM, subordinates to the PAM, and FOD, the following information is
requested: For the PAM, subordinates to the PAM, seniors to the PAM, the FOD, and the FOD's seniors, the following information is requested: In-service training programs: Formal wildlife training institutions: Other training Opportunities (e.g., workshops, seminars): General numbers of people trained per year
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A questionnaire approach was adopted for the needs assessment for the following reasons:
A strength of the questionnaire is that it is not just a means of gathering information, but it is a training tool in and of itself. The process of leading the PAM through the questionnaire has been designed to stimulate thought and discussion on the important facets of protected area management. In and of itself, the questionnaire may well influence the way some PAMs look at their jobs and their role in managing protected areas.
All participants are allowed to keep a copy of the questionnaire upon completion. It is anticipated that the interviewee will refer back to the questionnaire and continue to think about the points raised and perhaps even use it to guide future work. In many African countries, educational material is scarce and, therefore, highly appreciated. It is our intention that the questionnaire will be a useful educational tool.
PRE-QUESTIONNAIRE DISCUSSION
Before the questionnaire is filled out, the regional manager1 conducts a pre-questionnaire discussion. In that discussion, the PARCS project and its goals and objectives are described. The questionnaire is introduced as the PARCS team's perception of the tasks, skills, and competencies required of an effective PAM. It is explained that the questionnaire is a tool to help PAMs identify their own training needs. In their explanation of the PARCS process, the regional managers strive to dampen any unrealistic expectations for future PARCS activities in country.
The regional managers then explain how to fill out the questionnaire. They explain that the main divisions of the job are shown in rows A-K and that the first column shows accountabilities and responsibilities associated with these main divisions of the job. The respondents' first task is to read these responsibilities and accountabilities and add or delete according to their own views of the job.
The instructions for completing the boxes in columns 2-7 are then given. Respondents are asked to read each competency and in the left-hand box indicate their own views of the level of knowledge needed to successfully do the job of a PAM within their organization. Then, in the right-hand box, they are asked to assess their own levels of knowledge in this area. In the discussion of columns 2-7, it should be made clear that the questions do contain prompts reflecting the views of the team that developed the questionnaire as to the level of knowledge appropriate for the job; respondents should be encouraged to differ with these views where they see fit. It is useful at this juncture to show how the data will be extracted from the left- and right-hand boxes to indicate whether there is a training need (see section VII, data sheet B).
The instructions for completing columns 8-14 are then given. Respondents are asked to read each competency and first indicate whether they think it is required to do the job of a PAM successfully. Respondents are then asked to indicate their own levels of ability in this area.
Instructions are then given for the questions immediately following the questionnaire. It is explained that columns 15-17 should be read to help spark ideas in answering the questions on work ethics, commitment to conservation, and attitudes toward adjacent communities. Respondents are told that these are difficult questions that require some thought, and there are no wrong or right answers to these questions. The language and computer questions are then explained; the importance of language is explained with respect to working with local communities.
Respondents are told that when they come to the bottom of each column they should complete compartment L by indicating which form of training (e.g., formal wildlife training institutions, in-service training, on-the-job training, or other) has contributed most to their knowledge of the subject in that column. They are also asked to list any additional training received past primary school not recorded in row L on the blank final page of the questionnaire. Finally, they are asked to list their three training priorities on the last page of the questionnaire.
Direct examples from the questionnaire are used liberally in the pre-questionnaire discussion to help respondents understand how the questionnaire should be completed. Respondents are reminded to read the instructions carefully and to seek clarification on any words, phrases, or instructions not clearly understood. Respondents are also reminded to continuously refer back to the main divisions of the job as they go down the skills/ competencies columns.
Finally, respondents are reminded that accuracy and honesty are required in order to meet the objectives of the project and, therefore, the questionnaire is designed to be confidential and anonymous. Moreover, regional managers emphasize to participants that the assessment will not be used to assess individual training needs, but overall training needs throughout the protected areas in a country or region. Hence, it should be understood that people have nothing to lose or win by being anything but honest. There should be little reason for participants to deliberately provide inaccurate data.
Respondents also are informed that it will take approximately 2.5 hours to complete the questionnaire. The questionnaire was created in the word processing program WordPerfect and has been produced in English and in French (see following questionnaire).
1While regional managers may utilize surrogates to conduct certain portions of the PARCS assessment, the term regional manager will be used throughout.
PROTECTED AREAS CONSERVATION STRATEGY (PARCS): TRAINING NEEDS ASSESSMENT: QUESTIONNAIRE
Four organisations, the African Wildlife Foundation, Wildlife Conservation
International, World Wildlife Fund and the Biodiversity Support Program are working
together on a project called PARCS. One of the main aims of the project is to
identify the skills required for the job of protected area manager and to assess
the training needs.
To achieve this we have developed a chart of the typical skills (competencies)
required to do the job of protected area manager. We would like you to assist
us by doing two things:
Before filling in the questionnaire please read everything through very carefully. This information will be confidential and will be used to build up an analysis of the training requirements for each country in Africa participating in the study.
The attached chart has 17 columns and 12 rows.
You will notice that some compartments are blank. These do not need to be filled in.
KNOWLEDGE (columns 2-7)
| Knowledge has been grouped into four levels: | |
| 1. None | has no knowledge of subject matter indicated |
| 2. Some | awareness of the subject and general applicability |
| 3. Working | sufficient knowledge to complete routine tasks |
| 4. In-depth | a breadth and depth of knowledge which enables initiative to be taken in non-routine situations |
| n/a = not applicable in present job. Please indicate your knowledge level. | |
We would like you to go down each column 2-7 and fill in the boxes.
In the left hand box put the number which corresponds to your view of the level of knowledge needed to do the job sucessfully.
In the right hand box (shaded) put the number which corresponds to your assessment of your current knowledge.
eg. in E5:
|
In-depth knowledge of relevant laws and regulations eg. firearms, arrest, charging and human rights 4 3 |
Such an answer shows us that the person completing the questionnaire agrees
that in-depth knowledge is needed (4 in the left hand box). By putting 3 in the
right hand box the respondent has identified a training need.
When you come to the bottom of each column please complete the compartment (L)
by showing which form of training has contributed most to your knowledge of the
subject in the column. These categories could include: Formal wildlife training
institutions (please specify with dates), Other training opportunities (eg. workshops,
seminars), In-service formal training (organised by your department), On-the-job
training (skills learnt whilst doing your job).
MENTAL AND SOCIAL SKILLS (columns 8-14)
| Mental and social skills have been grouped into four levels: 1. None 2. Poor 3. Satisfactory 4. Good |
We would like you to go down each column 8-14 and fill in the boxes.
First of all indicate whether each skill is appropriate to your job by circling
either Yes (Y) or No (N).
Then indicate in the right hand box (shaded) your level of ability for each particular
skill regardless of whether it is applicable to your present job.
eg. in F9:
| determining true causes of visitor dissatisfaction & behaviour |
Such an answer shows that this skill is required and the respondent has the
required level of skill to successfully complete this aspect of the job. Therefore
in this particular case there is no identified training need.
When you come to the bottom of each column please complete the compartment by
showing which forms of training have contributed most to your skills in the subject
of the column. Use the categories described before. Please list the most important
one first.
ATITUDES (columns 15-17)
The chart indicates the principal attitudes of the job. All we require you to do is to answer three questions.
If you do not understand any of the questions in this questionnaire please
leave the boxes empty and move onto the next question.
In order for you to keep a record of your completed questionnaires we are providing
two copies of each section and a sheet of carbon paper. The WHITE sheets (numbers
1, 2, 3 & 4) are to be returned after completion. You may keep all of the
COLOURED sheets. Once you have completed the que~tionnaire please carefully tear
off the four white sheets and return them in the enclosed addressed envelope.
Thank you for helping us undertake this training needs assessment. We appreciate
your time and input.
AWF
Wildlife
WWF
Biodiversity Support Program
This chart indicates the principal attitudes of the job. All we require is that
you answer the following questions:
As a manager how do you instill:
a. work ethics?
b. commitment to conservation?
c. healthy attitudes to adjacent communities?
| LANGUAGES | COMPUTERS |
| Do you speak a language understood by the local community adjacent
your protected area? |
Do you use computers? If so, in what ways? |
TRAINING PRIORITIES
Having completed this questionnaire and thinking specifically of the reqtnrenietits
of your job, what do you think are your three greatest training needs? What
form of training do you think would be best to address these needs (eg. formal,
in service, on-the-job, or others)?
1.
2.
3.
This questionnaire was completed by:
Title (no name needed)
Department /Section
Organisation
Country
Date:
How many years have you worked for your department/orgaisation?
If applicable, how many years have you been in charge of a protected area?
What is the conservation status of your protected area? (eg. national park, game
reserve etc)
What biome is most represetative of the protected area under your management?
(please circle) montane, savannah, marine, aquatic, dry forest, moist forest,
desert
Are you male or female?
POST-QUESTIONNAIRE DISCUSSION
The discussions that follow the administering of the questionnaire are designed
to elicit interviewees' views on training and potential innovative ideas for training.
The discussions should flow freely, guided by the following questions:
Interviewers then lead a discussion of the different types of training (formal, in-service, on-the-job, and other).
A written subjective assessment of training within the department then is
requested by the interviewer. At the close of the session, the regional managers
note how each questionnaire was filled out and other relevant details on how
the questionnaire was conducted, where applicable, such as:
AMPLIFICATION OF RESPONSES
One-on-one discussions may take place as the questionnaire is filled out. These discussions help the regional managers understand how well participants grasp the issues in the questionnaire and help validate the responses. As the regional manager meets with PAMs, he/she may collect a standard set of background statistics (see Background Information). Other questions are used as prompts to provide an indication of the quality of the responses given to the questionnaire (see Indicative Information). In addition, the regional managers conduct on-site visits whenever possible and attempt to verify the validity of responses.
The regional managers also attempt to verify the data they collect by (i) asking the FOD to complete the questionnaire, assessing the skill levels required and the skill levels attained, in general, among the managers in the protected areas under their jurisdiction and (ii) interviewing appropriate field associates (individuals working with relevant nongovernmental organizations (NGOs) and other donors in the field) and asking them to complete the questionnaire, again assessing the skill levels required and the skill levels attained, in general, among PAMs with which they work.
The broad strategic recommendations from Phase I will be based on PAMs' perceptions
of their own skill levels. Systematic skill level verification has not been
built into the Phase I assessment but will be built into Phase II.
| Background Information
For Each Reserve Name of reserve _________________ Funding sources: Central Treasury? ______ Technical assistance. Source(s), Type. Amount ___________ Are any of the above services provided by institutions or individuals not formally part of reserves organization (e.g., education program visits by national or NGO groups, research by university personnel)? Describe ______ Briefly describe infrastructure present (e.g., reserve buildings, number of vehicles) Personnel Information (At reserve level only) Describe personnel structure (use organogram if possible): For each different staff position (c.g., chief warden. assistant warden,
chief of guards, tourism officer, education officer, biologist, Title ______________________ Actual qualifications (answer with minimum and maximum for current
staff in each position, or actual numbers for each staff person in the
position): Need for more/different personnel in this reserves? Y ____ N ____ Need for more training of existing personnel or replacements as hired?
Y _____ N_____
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|
Indicative Information Technical 1) Are there any endangered species resident in the reserve? 2) Does tourism in reserve have any impact on wildlife? 3) Are species present in reserve that are important ecologically? Management 1) What do you look for in hiring a good guard? 2) What kind(s) of contact do you have with the public? 3) Do you personally write/do: Strategic Planning 1) Does the reserve have a management plan? Y___ N___ 2) What plans/reports are regularly produced? (e.g., program, budget,
patrols, visitor, research, education) Legal 1) What is the legal status of reserve? Financial 1) Are regular reports compiled? (verify and keep)
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V. TRAINING OPPORTUNITIES ASSESSMENT
The regional managers conduct country-by-country surveys of institutions that
provide training programs and opportunities. The regional managers use the
questionnaire responses to help identify training sources that have been used
by people who become PAMs and then collect the following data on each training
institution or program (see Training Institution's Background Information).
All available training materials and curricula are collected from the various
training sources.
To make preliminary assessments of the training sources, any available evaluations
or reports on the training sources are collected. Trainers may also be asked
to fill out the needs assessment questionnaire to help evaluate the level
of skill being taught in various courses. In addition, trainees (even though
they may not be PAMs) may be asked to fill out the questionnaire to assess
whether a course or program has accomplished training to a certain level (see
Alternative Instructions for Training Institutions). Regional managers will
use PAMs' responses on the questionnaire and other information gleaned from
the needs assessment to assess how well PAMs are being trained.
|
Training Institution's Background Information ...Continued |
| For Each Different Program:
Type/Technical fields (see above) _____ Methods used: Class instruction Practical ______ On-Site______ Current Curriculum: History following training: [Define base number of graduates and time
period being considered (e.g., total number completing last training
session: 12; total number completing training in last 5 years: 67)then
answer following questions, given these baselines]: Number getting jobs
in field of training: |
|
As time permits, the regional managers also conduct a survey of possible training opportunities outside the institutions and programs already being utilized. Training opportunities in the country or at least in the region are sought that are cost-effective, efficient, local, culturally sensitive, on an appropriate scale, and using local languages. Regional managers visit such sources as professional associations, employers' associations, consulting firms, universities, trade associations, accountancy firms, government institutions, tour/travel companies, hoteliers and hotel training schools, national institutes of management, law societies, and business management institutes. To complete this part of the training opportunities assessment, regional managers first assess the data gathered in the region and determine the probable areas of need based on preliminary trends observed in the data. For each training need, possible sources of training are listed (for example, see below). Then, a few training needs are chosen for further information gathering.
|
|
| Needs | Opportunities |
Bookkeeping |
Clerical school Accounting firm Industry |
Personnel management |
Business school Management consulting Industry |
Tourist management |
Hotel school Business school Tourism and safari companies |
Law |
Law school Law firm |
Infrastructure |
Engineering firms Department of Roads training center |
Strategic planning |
Business school Consulting firms Industry |
The following are four major categories of institutions that have the potential to provide training and some examples of these types of institutions: |
|
|
Training Institutions: |
Business schools Hotel schools Law schools Public works training centers (road building, vehicle maintenance) |
Research Institutions: |
Zanzibar Marine Institute Centre for Applied Social Sciences - Zimbabwe Desert Ecological Research Unit - Namibia |
Private Institutions: |
Law firms Accounting firms Construction firms Vehicle repair facilities Hotels Safari companies Tourism operators Travel agencies |
Development or Conservation Projects: |
Across the continent |
|
BSP is building a database of selected training opportunities discovered through the PARCS assessment. When regional managers discover training opportunities in countries outside their region, they notify the regional manager in that region. As the regional managers discover training opportunities outside the three regions (e.g., West Africa, the United Kingdom, the United States), they notify BSP to do the follow-up investigation. A catalog of training opportunities and resources will be available from BSP at the close of the project. |
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Alternative Training Opportunities Questions For Training Institutions What is the objective of your institution? For Private Companies How does your staff get trained now? For Research Institutions Development or Conservation Projects What are the objectives of the project?
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VI. POST-ASSESSMENT ACTIVITIES
After the training needs and opportunities assessments are completed, the regional managers follow-up on their work through repeat visits and information exchange with the rest of the PARCS team.
FOLLOW-UP VISITS
Regional managers individually determine, on a case-by-case basis, whether to complete an entire assessment in one lengthy trip to the country or to complete the assessment in two or more trips.
Before leaving a country and depending on the particular strategy agreed for the assessment, the regional manager may hold a final meeting with the senior official(s) at headquarters to brief them on meetings and to elicit comments on training in general and the PARCS project in particular. Depending on USAID desires, the regional managers will also brief USAID on their activities in-country.
When second visits are made to a country, the regional manager will bring senior level people involved in the assessment up-to-date on the progress of PARCS and report on any early trends in training priorities identified from a preliminary analysis of the questionnaires and training opportunities examined. They will also try to take any follow-up action requested.
FEEDBACK
Regional managers submit monthly reports to BSP. These reports are circulated to the other regional managers and members of the core team.
Regional managers are in frequent contact with each other, the core team, and the BSP coordinator through telephone, courier, and fax. Meetings for the regional managers and meetings for the entire PARCS team are scheduled throughout the year.
Copies of the final report will be distributed to all organizations/departments that participated in the project.
VII. DATA ORGANIZATION AND ANALYSIS
Data sheets for the questionnaire have been developed in WordPerfect (see following Data Sheets). Each regional manager transcribes the data onto the data sheets. These data sheets then are sent to Nairobi for data entry. Data entry is done throughout the life of the project
PARCS REFERENCE NUMBER
A reference number system has been designated for each completed questionnaire. This system involves a unique number/letter combination and allows for the sorting of data by several factors (e.g., country, biome, organization).
The reference number consists of nine compartments and is filled out according to the instructions on the following page.
DATA SHEET A
This data sheet allows the additional accountabilities and responsibilities that are identified to be compiled. The regional manager keeps a running total and codes according to the compartment. These additional accountabilities and responsibilities will be reviewed to assess whether there are any common additions or if additions are country specific. This data will be used to validate the "accountabilities and responsibilities" section of the questionnaire.
DATA SHEET B
This data sheet focuses on knowledge. Questions are numbered from the first one in compartment B2, down the columns to question 64 in K7.
Column A is already determined by the levels of knowledge in the questionnaire. These are already filled in.
Column B is the response in the left-hand box.
Column C is the response in the right-hand box. For columns B and C, 0= n/a, 1 = none, 2= some, 3= working, and 4 = in-depth.
Column D (A - B) is calculated by computer.
Column E (B - A) is calculated by computer.
Column F is either A - B or B - A, whichever is the positive value. This is the validation of the questionnaire. The bigger the number in this column, the greater the difference in perceptions between the developers of the questionnaire and the respondent as to the skill level needed to do the job of a PAM successfully.
Column G is A - C, the training need measure based on the PARCS skill level. In other words, if the questionnaire indicates that, for example, in- depth knowledge of relevant laws is required (4), but the respondent indicates that he/she only has some knowledge of these laws (2), then a training need according to the PARCS team has been identified (calculated as 4 - 2 = 2; a 0 or negative value would indicate no training need).
Column H is B - C, the training need measure based on the respondent's skill level. In other words, if the respondent indicates that, for example, working knowledge of relevant laws is required (3), but the respondent indicates that he/she only has some knowledge of these laws (2), then a training need according to the respondent has been identified (calculated as 3 - 2 = 1; a 0 or negative value would indicate no training need).
DATA SHEET C
This data sheet is for "Mental and Social Skills." Questions are numbered
1 to 69 starting in A8 and going down the columns to K14. In the first column,
the regional managers enter 1 for yes or 0 for no. The skill level column
is to be filled in with a 1 (none), 2 (poor), 3 (satisfactory), or 4 (good).
The figure 1 or 2 indicates a training need; a 3 or 4 indicates no training
need.
| PARCS REFERENCE NUMBER UNIQUE CODE FOR EACH INDIVIDUAL QUESTIONNAIRE MADE UP OF 8 COMPARTMENTS. | |||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| Compartment 1: 1 letter, 4 numbers Regional manager initial (D, A, or M) Way questionnaire was administered (1-7) Number of questionnaire (001-999) |
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| Regional manager 1. Explain questionnaire to PAM/FOD and fill out with regional manager nearby 2. Explain questionnaire to PAM/FOD and leave to fill out on own time 3. Explain questionnaire to PAM/FOD at workshop and fill out individually with regional manager nearby |
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| Consultant 4. Explain questionnaire to PAM/FOD and fill out with consultant nearby 5. Explain questionnaire to PAM/FOD and leave to fill out on own time 6. Explain questionnaire to PAM/FOD at workshop and fill out individually with consultant nearby 7. Send out questionnaire by mail |
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| Compartment 2: One number for position in organization
of person being interviewed (i.e., 1-9) 1. Position below that of PAM (e.g., assistant park warden) 2. Protected area manager 3. Position senior to PAM (e.g., regional warden) 4. Field operation director (FOD) filling in questionnaire for PAMs 5. FOD (filling in questionnaire for own job) 6. Trainer at a formal training institute 7. Research officer 8. Field associates (NGOs/aid agencies) 9. PAM working in the private sector |
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| Compartment 3: Organization 2 letter code, personal to each regional manager. If compartment 2 is a trainer, compartment 3 indicates a code for the course (e.g., diploma, certificate) | |||||||
| Compartment 4: Ethiopia ET Kenya KE Somalia SM Tanzania TN Uganda UG Zanzibar ZN |
Country (2 letter code) Zimbabwe ZW Zambia ZA Botswana BO Mozambique MZ Malawi MW |
Burundi Cameroon Congo Rwanda Zaire |
BU CM CO RW ZR |
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| Compartment 5: A: 1-5 years of service B: 6-10 years of service C: >10 years of service D: not applicable |
Years in service 3 columns. 1 letter, 2 numbers (i.e.,
A-D 01-99) No. of years as a PAM No. of years as a PAM No. of years as a PAM No. of years as a PAM |
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| In cases where respondents do not indicate the number of
years they have worked for their organization or the number of years as
a PAM, these spaces in the reference number should be left blank. |
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| Compartment 6: Conservation Status 2 number column n=10-80 Second column is filled in if two protected areas are managed. Default is blank. If trainer is filling in the form: XX. If respondent is not working in a protected area (e.g., HQ), leave both columns blank. |
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| Category 1: Category 2: Category 3: Category 4: Category 5: Category 6: Category 7: Category 8: |
Scientific reserve Strict nature reserve National park Natural monument/Natural landmark Nature conservation reserve/Managed nature reserve/Wildlife sanctuary Protected landscape/Seascape Resource reserve Natural biotic area/Anthropological reserve Multiple use management area/Managed resource area |
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| Compartment 7: Biome 2 letter code First column is representative habitat. Second column is secondary/other (default is blank). M: Montane S: Savanna O:Marine A: Aquatic F: Dry Forest W: Moist Forest R: Regional/national X: If trainer is filling in the form |
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| Compartment 8: Gender 1column Male: 0 Female: 1 |
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DATA SHEET D
| This data sheet is for attitudes. The columns are coded
according to the following generalized attitudes expressed by project
participants: A. Instilling Work Ethics Al. referring staff regularly to administrative orders on codes of work conduct and behavior in staff meetings, seminars; A2. showing hard work and dedication through example; A3. ensuring objectives of the organization are explained to staff; A4. acknowledging good work in others while positively criticizing bad work; A5. showing tolerance to others' points of view A6. showing understanding when taking disciplinary measures; A7. providing attentive supervision to staff's work, especially when new responsibilities are given; A8. developing performance appraisal schemes; A9. encouraging subordinate staff to participate in program formulation; Al0. cultivating good working relationships that create rapport for instruction; All. ensuring that staff are suitably equipped as regards their training and tools (equipment) needed to perform efficiently; A12. never criticizing organization openly. B. Instilling Commitment to Conservation B1. showing dedication to national, regional and local conservation objectives; B2. explaining to staff the value of conservation by conducting regular in-service refresher courses on conservation ethics; B3 demonstrating the importance of conservation in relation to human needs; B4 becoming involved in extension conservation activities, especially with school groups/ wildlife clubs; B5 participating in the design, implementation, and analysis of effective law enforcement programs; |
B6. teaching protected area management that fully covers conservation
concept; C2. listening to and demonstrating willingness to understand community
problems; C3. instructing staff on the value of harmonious relations with adjacent communities to the conservation objectives of protected areas; C4. taking an active role in conflict resolution (e.g., problem animal
control); C5. taking opportunities to provide employment for local communities
as appropriate to the conservation objectives of the protected area;
C6. maintaining dialogue with local communities, and getting staff involved in keeping communities up to date with conservation developments in the area; C7. seeking ways in which tangible benefits can accrue to communities
without jeopardizing the area's conservation objectives. |
DATA SHEET E
This data sheet pulls together the information on languages and computer use. Language responses are coded as Y (yes), N (no), or B (blank). Computer use responses are coded as Y (yes), N (no), or B (blank) and then 1 or 0 under uses for WP (word processing), AC (accounting/budgeting), and DA (data analysis).
DATA SHEET F
This data sheet looks at the three training priorities identified by the respondents and categorizes them into the compartments of the questionnaire. The categories are A-K and 2-17 as on the questionnaire; 18 is other. When the figure 18 is filled in a column, a comment must be added in the far right column as to what "other" is. Tick marks are made whether the training is F (formal), I (in-service), J (on-the-job), or 0 (other). When more than three training priorities are listed, only the first three are recorded.
DATA SHEET G
This data sheet summarizes training already received as described in compartment
L and uses categories 2-17 as on the questionnaire.
Column 18 is for the name of an institute where known (a two-letter code is used), and column 19 is for details of the course (two-letter code is used). This primarily refers to formal wildlife institutes (i.e., those that will come under 1) and will allow Mweka/Garoua graduates to be pulled out.
The type of training is divided into five sections:
1. Formal wildlife institute (e.g., Mweka)
2. Other formal training (e.g., seminars, workshops)
3. In-service
4. On-the-job
5. Other
If a respondent does not indicate what their course at a formal institute was (e.g., diploma or certificate) a dash is inserted in column 19.
To be able to record how recently the respondent has graduated from an institute, four sections have been put within row 1. This information is requested on the questionnaire. If a respondent does not indicate a specific date, "no date" is marked. As no dates are requested for the other types of training, there are no subsections in rows 2,3, or 4. Under 5, however, other training is identified if it is deemed relevant. In this data sheet records are only made with a 1. In row 6, B is used to indicate that a blank was left in this compartment of row L (but other compartments in row L are filled in); a Z is used to indicate if all of the compartments in row L were left blank.
Column 20 is for other. A Z in column 20 indicates that respondents were not asked to record additional training on page 4 of the questionnaire. A B indicates that respondents were asked to record their additional training on page 4 of the questionnaire, but the page was left blank. Column 21 is used for institute and column 22 for course.
PARCS DATA SHEET A
| Parcs Ref. No: | Compartment No: A1 to K1 | Comment added under 'Accountability & Responsibilities' |
PARCS DATA SHEET B: KNOWLEDGE
| PARCS Ref No: | For B&C key 0=n/a 1=none 2=some 3=working 4=in-depth | ||||||||
| For E&F score 0 for any -ve value | |||||||||
| Question # |
Score A |
Validation B |
Skill level C |
D A-B or B-A |
E A-C |
F B-C |
|||
| T E C H N I C A L |
1 | 3 | |||||||
| 2 | 4 | ||||||||
| 3 | 4 | ||||||||
| 4 | 4 | ||||||||
| 5 | 4 | ||||||||
| 6 | 4 | ||||||||
| 7 | 4 | ||||||||
| 8 | 3 | ||||||||
| 9 | 2 | ||||||||
| 10 | 3 | ||||||||
| 11 | 3 | ||||||||
| 12 | 3 | ||||||||
| 13 | 4 | ||||||||
| 14 | 3 | ||||||||
| 15 | 2 | ||||||||
| 16 | |||||||||
| 17 | 3 | ||||||||
| sub-total | |||||||||
|
M |
18 | 3 | |||||||
| 19 | 3 | ||||||||
| 20 | 3 | ||||||||
| 21 | 3 | ||||||||
| 22 | 4 | ||||||||
| 23 | 3 | ||||||||
| 24 | 2 | ||||||||
| 25 | 3 | ||||||||
| 26 | 3 | ||||||||
| 27 | 3 | ||||||||
| sub-total: | |||||||||
| P L A N N I N G |
28 | 3 | |||||||
| 29 | 4 | ||||||||
| 30 | 4 | ||||||||
| 31 | 4 | ||||||||
| 32 | 3 | ||||||||
| 33 | 2 | ||||||||
| 34 | 2 | ||||||||
| 35 | 2 | ||||||||
| 36 | 4 | ||||||||
| 37 | 3 | ||||||||
| 38 | 4 | ||||||||
| 39 | 2 | ||||||||
| subtotal: | |||||||||
| L E G A L |
40 | 4 | |||||||
| 41 | 4 | ||||||||
| 42 | 2 | ||||||||
| 43 | 4 | ||||||||
| 44 | 4 | ||||||||
| 45 | 3 | ||||||||
| 46 | 3 | ||||||||
| 47 | 4 | ||||||||
| 48 | 4 | ||||||||
| sub-total: | |||||||||
| P O L I C I E S / P R O C |
49 | 4 | |||||||
| 50 | 4 | ||||||||
| 51 | 3 | ||||||||
| 52 | 4 | ||||||||
| 53 | 3 | ||||||||
| 54 | 3 | ||||||||
| 55 | 3 | ||||||||
| 56 | 4 | ||||||||
| 57 | 3 | ||||||||
| 58 | |||||||||
| sub-total: | |||||||||
| F I N A N C I A L |
59 | ||||||||
| 60 | |||||||||
| 61 | |||||||||
| 62 | |||||||||
| 63 | |||||||||
| 64 | |||||||||
| sub-total | |||||||||
| TOTAL | |||||||||
PARCS DATA SHEET C: MENTAL AND SOCIAL SKILLS
| PARCS Ref No: | key: 1=none 2=poor 3=satisfactory 4=good | ||||||||
| Question # | Yes (1) | No(0) | Skill level (1 in appropriate column) | ||||||
| 1 | 2 | 3 | 4 | ||||||
| C O M P R E H E N S I O N |
1 | ||||||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 | |||||||||
| 8 | |||||||||
| 9 | |||||||||
| 10 | |||||||||
| 11 | |||||||||
| 12 | |||||||||
| sub-total | |||||||||
|
P A |
13 | ||||||||
| 14 | |||||||||
| 15 | |||||||||
| 16 | |||||||||
| 17 | |||||||||
| 18 | |||||||||
| 19 | |||||||||
| 20 | |||||||||
| 21 | |||||||||
| 22 | |||||||||
| 23 | |||||||||
| sub-total | |||||||||
| C R E A T I V I T Y |
24 | ||||||||
| 25 | |||||||||
| 26 | |||||||||
| 27 | |||||||||
| 28 | |||||||||
| 29 | |||||||||
| 30 | |||||||||
| 31 | |||||||||
| 32 | |||||||||
| 33 | |||||||||
| sub-total | |||||||||
|
E |
34 | ||||||||
| 35 | |||||||||
| 36 | |||||||||
| 37 | |||||||||
| 38 | |||||||||
| 39 | |||||||||
| 40 | |||||||||
| 41 | |||||||||
| 42 | |||||||||
| sub-total | |||||||||
| O R A L |
43 | ||||||||
| 44 | |||||||||
| 45 | |||||||||
| 46 | |||||||||
| 47 | |||||||||
| 48 | |||||||||
| 49 | |||||||||
| 50 | |||||||||
| 51 | |||||||||
| sub-total | |||||||||
| W R I T T E N |
52 | ||||||||
| 53 | |||||||||
| 54 | |||||||||
| 55 | |||||||||
| 56 | |||||||||
| 57 | |||||||||
| 58 | |||||||||
| 59 | |||||||||
| sub-total | |||||||||
|
W |
60 | ||||||||
| 61 | |||||||||
| 62 | |||||||||
| 63 | |||||||||
| 64 | |||||||||
| 65 | |||||||||
| 66 | |||||||||
| 67 | |||||||||
| 68 | |||||||||
| 69 | |||||||||
| sub-total | |||||||||
| TOTAL | |||||||||
PARCS DATA SHEET D: ATTITUDES
|
PARCS Ref. No. |
A 1 |
A 2 |
A 3 |
A 4 |
A 5 |
A 6 |
A 7 |
A 8 |
A 9 |
A 10 |
A 11 |
A 12 |
C 15 |
|||||||||||||
PARCS DATA SHEET E: LANGUAGE & COMPUTERS
| key: wp=wordprocessing AC=accounting/budgets DA=data analysis (fill 1 or 0) | ||||||
| Parcs Ref No: | Language Y or N | Computer uses | ||||
| Y or N | WP | AC | DA | |||
ANALYTICAL QUESTIONS
Data generated by the training needs and training opportunities assessments will be used to answer a suite of overarching questions. These questions are listed below and are divided into broad, general categories of inquiry, each with a subset of subordinate, specific ones.
What are the responsibilities of a PAM? Are these responsibilities universally recognized?
What are the constraints on meeting these responsibilities? Where does training fit in?
Are PAMs skilled to the level judged by this training needs assessment
to satisfactorily do their job? Where are the deficiencies?
What training has been received by current PAMs that is perceived by them as useful? How much? What kinds? Relevant to which kinds of job requirements?
What further training is required?
What present programs could be restructured/ enlarged to include training
opportunities for PAMs?
Are there other appropriate training opportunities that have not been utilized?
VIII. REFERENCES
Child, Dr. Graham, and Leonard D. Sefu. 1987.
"Needs and Priorities for Training in Wildlife Management and Utilisation
in the SADCC Region."
Results of a consultant mission on behalf of the Coordinator for Forestry,
Fisheries, and Wildlife,
Government of Malawi.
Jingu, R.A. 1986.
"A Study on Wildlife and Protected Area Management Training and
Manpower Requirements
in Africa."
United Nations Food and Agriculture
Organization.
OBTAINING PARCS REPORTS
Eastern Africa Reports
(Ethiopia, Kenya, Somalia, Tanzania, and Uganda)
African Wildlife Foundation
PO Box 48177
Nairobi, Kenya
Tanzania Report
College of African Wildlife Management PO Box 303l
Moshi, Tanzania
Central Africa Reports
(Burundi, Cameroon, Congo, Rwanda, and Zaire)
Wildlife Conservation Society
International Programs (Africa)
185th Street and Southern Boulevard
Bronx, New York 10460 USA
Southern Africa Reports
(Botswana, Malawi, Mozambique, South Africa, Zambia, and Zimbabwe)
and Southern Africa
Regional Report
World Wildlife Fund
East and Southern Africa Program
1250 24th Street, NW
Washington, DC 20037 USA
.
All reports are also available from:
Biodiversity Support Program
c/o World Wildlife Fund 1250 24th Street, NW
Washington, DC 20037
USA